本研究透過多元文化內容融入越南語課程，擬了解大學生的越南語學習動機與學習成就之樣態，探究多元文化內容融入越南語課程所產生之影響，以培養學生對越南文化之理解、增進國際視野與尊重多元文化。本研究蒐集學習動機量表、開放題目和訪談資料，進行T檢定分析和文本分析，發現：一、學生的越南語學習外在動機高於內在動機，具外在動機者主要係為未來工作、實習或因學程之規定，具內在動機者則多為促進家人間之溝通和了解親友文化與語言；二、多元文化內容融入越南語課程可提升學生的學習內在動機，但對外在動機則無顯著影響；三、部分學生表示文化內容對其學習有助益；四、透過多元文化內容融入課程，學生更加理解越南文化，對未來發展之目標更加明確。最後，針對本研究發現與研究限制，提供實施多元文化與未來研究之建議。

This study aims to improve Taiwanese students’ motivation and achievement in Vietnamese learning through the integration of multiculturalism into Vietnamese courses, as well as to cultivate students' understanding of Vietnamese culture and increase their international perspective. The study adopted learning motivation scales, open-ended questions and interview to collect data for T-test analyses and text analyses. The findings were that: 1. Students’ extrinsic motivation is higher than intrinsic motivation in learning Vietnamese, and those with extrinsic motivation are mainly for finding a jobs, internships and academic programs. Students with intrinsic motivation are mostly for communicating with their families and understand the culture and language of relatives and friends; 2. Integration of multicultural teaching into Vietnamese courses can improve students’ intrinsic motivation, but it is insignificant in external motivation; 3. Some students thought that multicultural contents can help them in learning Vietnamese; 4. Through integration of multicultural content into the course, students have a better understanding of Vietnamese culture and a clearer goal for their future development. In view of the findings and research limitations of this study, suggestions for implementing reflection and future research for multicultural teachers are provided.